2026 ASEE Annual Conference & Exposition

This full paper submission (Complete Evidence-based practice) outlines the development of a novel first-year experience course aimed at increasing student retainment in the mechanical engineering undergraduate degree at a mid-size urban R2 institution. The program arose out of a need to ease the high school-to-college transition, close gaps caused by COVID-19 learning habits, provide a positive experience and connection to the university, develop students' sense of engineering identity, and increase student perseverance. The program, which occurred during the weekly recitation of the students' first year engineering course, employed a two-pronged approach; the first was the weekly activity that served as a metaphor designed to deepen first-year experiences, university-level study skills, address ABET professional skills, and interpersonal relationships; the second is the near-peer mentorship structure that helps to facilitate and support each week's activity. Students were assigned to mentorship groups based on several criteria, from highest to lowest weighting: math placement and ability, engineering course meeting pattern, and gender. Near-peer mentors were recruited and selected based on their relevant experiences and enthusiasm for helping the next cohort of engineers. Activities were developed using a metaphor framework based off story-based and narrative pedagogical practices. Pre- and post-course anonymous surveys were conducted for students enrolled in the first-year course. Likert scale questions were posed to evaluate their sense of belonging, confidence in pursuing and succeeding in engineering, and understanding of departmental and university resources. Over the previous three implementations of the program, the student response rate to the surveys ranged from 35% to 81% (Fall 2023-2025). This unique delivery has shown positive results with an average of 85.8% of student respondents each year self-reporting a sense of belonging, an average of 86.9% reporting confidence and persistence to pursue engineering, and an average of 76% of students reporting an understanding of departmental and university resources (with an absolute increase pre-to-post of 16%). With retainment as the ultimate goal, a first-to-second-year retainment increase of 7% year-over-year in each of the previous two academic years was observed. Additionally, the authors believe that one of the strongest signs of success in the program has been several alumni from the program (now upperclassmen in mechanical engineering) returning as mentors in the following implementations. This paper discusses the development of this novel first-year engineering program, the integration of metaphor-based pedagogical activities in a first-year engineering context, student observations and reflections on its efficacy, and its evolution throughout the five-year duration. Student feedback and assessment results are presented to guide further development of the program and academic support of first-year students.